Opportunities for Self-realization of Pupils with Severe Cerebral Palsy in an Educational Context

In the introductory part the current approaches to defining cerebral palsy (CP) are described. Pupils with severe CP are characterized as having a complex disability in the area of physical, mental and communication functions. The authors then address the issue of psychosocial needs of these pupils and the opportunities for their self-realization provided by the educational system. The authors map some of the current views of self-realization of pupils with severe CP and present a theoretical model developed according to their empirical research study. This model is described in the context of important categories it inculcates. The authors also present several suggestions and conclusions stemming from the results of their research and propose how their model can be applied in the field of special education.